1,720,955 research outputs found
De la périphérie au centre : Une problématique pour la reconnaissance des individus anglo-dominants d’héritage francophone
No full textCet article se veut une amorce à la discussion portant sur les individus anglo-dominants d’héritage francophone, ces personnes des « générations perdues » qui souhaitent se réapproprier la langue et la culture de leurs ancêtres. Cette réflexion cherche à présenter les enjeux juridiques et éducatifs entourant ces individus. Elle propose que les communautés francophones en milieu minoritaire fassent preuve d’ouverture envers ce groupe. Les concepts de reconnaissance, d’identité et de langue forment la toile de fond de cette discussion.
This article is intended as a catalyst for the discussion surrounding individuals of French heritage who do not have French as a first language, those members of the “lost generations” who wish to reclaim the language and the culture of their ancestors. This reflection seeks to present the legal and educational issues that impact upon these individuals and suggests that Francophone minority communities are witness to a growing sense of openness towards this group. The concepts of recognition, identity and language form the backdrop for this discussion
Moi, jouer?: Observations sur l’acquisition du français en tant que langue seconde chez des élèves anglodominants au sein d’une classe de maternelle francophone
No full textActuellement, l’école francophone en milieu minoritaire est aux prises avec de nombreux enjeux sociodémographiques alarmants qui font en sorte que le nombre d’élèves admissibles à l’école de la minorité diminue progressivement et qu’un enfant admissible sur deux n’a pas le français comme langue maternelle (Landry, 2010). De ce fait, les conseils scolaires francophones à travers le pays se heurtent au défi de maximiser la participation à l’école de langue française, ce qui se traduit par une diversité linguistique grandissante (Cormier, 2015; Farmer, 2008). Il apparaît donc essentiel de mieux comprendre les interactions entre le français et l’anglais dans les pratiques langagières des élèves. Nous rapportons ici les détails d’une étude qualitative, menée entre novembre 2015 et avril 2016 dans trois classes de maternelle francophones, qui cherchait à mieux comprendre les comportements langagiers des élèves dans des contextes éducatifs francophones où la francisation était présente. L’analyse des données provenant d’une école qui se situe dans un contexte de vitalité forte indique que les élèves anglodominants cheminaient bien à travers les stades d’acquisition d’une deuxième langue décrits par Tabors (2008) et qu’ils intégraient progressivement le français dans leurs locutions. Pour leur part, les élèves francodominants étaient portés, en novembre, à choisir l’anglais dans leurs échanges avec les élèves anglodominants, tandis qu’ils misaient fortement sur le français en avril.
Currently, Francophone minority schools face many alarming sociodemographic issues that make the number of students eligible for minority schools progressively lower, and one in two eligible children do not have French as mother tongue (Landry, 2010). As a result, Francophone school boards across the country are faced with the challenge of maximizing participation in French-language schools, resulting in increasing linguistic diversity (Cormier 2015, Farmer 2008). It therefore seems essential to better understand the interactions between French and English in the language practices of students. Here we report the details of a qualitative study conducted between November 2015 and April 2016 in three Francophone kindergarten classes, which sought to better understand the language behaviors of students in Francophone educational contexts where Francization was present. Analysis of data from a school in a context of strong vitality indicates that Anglo-dominant students were doing well through the stages of second language acquisition described by Tabors (2008) and that they were gradually integrating French into their speech. For their part, Franco-dominant students were asked in November to choose English in their exchanges with Anglo-dominant students, while they counted strongly on French in April
Negotiating two worlds: The voices of young Island Acadians
No full textThis qualitative study explores the cultural identity formation of young Prince Edward Island Acadians. A group of francophone Acadians was involved in this study in order to explore the ways in which young people living within this minority context negotiate between the two distinct linguistic and cultural realities in which they live. The participants, aged between fifteen and eighteen, live in the Charlottetown area, a place where English is the language of the majority. They attend the only French first-language school in the city and they speak French at home. A focus group was completed with a group of five participants. Two subsequent individual interviews took place with three randomly chosen focus group participants. The literature review examines certain aspects of Acadian history on PEI through the lens of power relations theories developed by researchers such as Paulo Freire, Jim Cummins, and Tove Skutnabb-Kangas, bringing a critical perspective to the social structures that have silenced Acadians for centuries. The data analysis provides a stark contrast to the dismal experiences of Acadians in the past, as the participants affirm the pride and the conviction they feel for the French language and the Acadian culture.Source: Masters Abstracts International, Volume: 40-04, page: 0820.Adviser: Fiona O'Donoghue
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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